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e g a P … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I
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.. … … … … … … … … … … … … … … … … … … … E G A P L A V O R P P
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S v
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P ……….………… v i
. … … … … … … … … … … … … … … … … … … … … … … T C A R T S B
A v ii
K A R T S B
A ………. v iii .
… … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C
A i x
. … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T x i
.. . … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L x iv
. … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I
L x v
F O T S I
L APPENDICES……….. x vi
.I R E T P A H
C INTRODUCTION 1
.
A ResearchBackground……… 1 .
B ResearchProblem s…..………..….... 5 .
C ProblemLimtiaiton……… 5 .
D ResearchObjecitve s……….. 6 .
E ResearchBenefti s……….. 6 .
F Deifniitono fTerm s………... 6
.I I R E T P A H
C REVIEWOFRELATEDLITERATURE 9
.
A Theoreitca lDescirp iton………... 9 .
1 Flashcard s……….. 9 .
a Flashcard sa sVisua lAid s……….. 9 .
b TheUsingo fPicture s………..…….. 1 0 .
ii x .
2 Vocabulary………. 1 2 .
a VocabularyMastery………... 1 2 .
b LearningEngilshVocabulary……….... 1 3 .
c VocabularyTeachingandLearningProces s……. 1 4 .
3 Learners ’Characteirsitc s………... 1 9 .
a TheF ris tGradeStudent so fElementarySchool. .. 1 9 .
b Chlidrena sLanguageLearner s………. 2 1 .
c HowCh lidrenThinkandLearn………. 2 3 .
d SuggestedWay sandAcitviitesf o rChlidren…... 2 5 .
4 LearningMethod……… 2 8 .
a Driec tMethod……… 2 8 .
b Audio-Linguailsm……….. 2 9 .
c PPP( Presentaiton ,PracitceandProduciton )……. 3 0 .
B Theoreitca lFramework……….. 3 1
Y G O L O D O H T E M . I I I R E T P A H
C 3 3
.
A ResearchMethod……… 3 3 .
B ResearchParitcipant s………. 3 6 .
C ResearchI nsrtument s………. 3 6 .
D DataGatheirngTechnique………. 3 7 .
E DataAnalysi sTechnique……… 3 8 .
F ResearchProcedure………. 3 9
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R . V I R E T P A H
C 4 1
.
A ResearchFindingsi nt heFris tCycle………… 4 1 .
B ResearchFindingsi nt heSecondCycle……… 5 0 .
C The Improvemen to fResearch Finding sin the . … … … … … … … … … e l c y C d n o c e S d n a t s ri
ii i x .
V R E T P A H
C CONCLUSIONSANDSUGGESTIONS 6 6
.
A Conclusion s……… 6 6 .
B Suggesiton s………. 6 7
… … … … … … … … … … … … … … … … … … … … … S E C N E R E F E
R 6 8
. … … … … … … … … … … … … … … … … … … … … … S E C I D N E P P
v i x
S E L B A T F O T S I L
e l b a
T Page
1 .
4 TheObservaitonoft heStudentsi nt heFris tCycle……… 4 4 2
.
4 InterviewResu tli nt heFris tCycle………. 4 9 3
.
4 TheObservaitonoft heStudentsi nt heSecondCycle………... 5 3 4
.
4 InterviewResu tli nt heSecondCycle……….. 85 5
.
4 TheCompairsono fStudents ’Resutlsi nProducitonAcitvtiyi n … … … … … … … … … … … … e l c y C d n o c e S e h t o t e l c y C t s ri F e h
t 6 1
6 .
4 Students ’gradei nBase- ilneComparedt oTheFris tAssessmen t .. … … … … … … … … … … … … … … … … t n e m s s e s s A d n o c e S d n
a 6 2
7 .
4 TheCompairsono fKKMi nBase-Linet ot heFris tAssessmen t .. . … … … … … … … … … … … … … … … … t n e m s s e s s A d n o c e S d n
v x
S E R U G I F F O T S I L
e r u g i
F Page
1 .
4 ClassroomAcitonResearchAccordingt oKemmi sandMcTaggatr )
2 8 9 1
( ………. 3 5 2
.
4 Flashcard so fAnimalst ha twereusedi nt heFris tCycle………….. 4 2 3
.
4 The Proces s o f Presentaiton by Using Flashcard s in the Fris t .. .. .. … … … .. .. … … … … … … … … … … … … … … … … … … … e l c y
C 4 3
4 .
4 TheObservaitonoft heStudentsi nt heFris tCycle………... 4 4 5
.
4 TheProces so fPracitca lAcitvtiy by Using Flashcardsi n t heFris t .. .. .. … … … … … … … … … … … … … … … … … … … … … … … e l c y
C 4 6
6 .
4 TheProces so fProducitonbyUsingFlashcardsi nt heFris tCycle… 4 7 7
.
4 Flashcard so fFrutist ha twereusedi nt hes econdCycle……… 5 1 8
.
4 The Proces so fPresentaiton by Using Flashcard sin the Second .. . … … … … … … .. . … … … … … … … … … … … … … … … … … e l c y
C 5 2
9 .
4 TheObservaitonoft heStudentsi nt heSecondCycle…………..…. 5 3 0
1 .
4 The Proces s o f Pracitca l Acitvtiy by Using Flashcard s in the .. .. . … … … … … … … … … … … … … … … … … … … … e l c y C d n o c e
S 5 5
1 1 .
4 TheProces so fProducitonbyUsingFlashcardsi nt heSecond .. . … … … … … … … … … … … … … … … … … … … … … … … … e l c y
i v x
S E C I D N E P P A F O T S I L
A x i d n e p p
A :Lette ro fPermission………... 7 1 B
x i d n e p p
A :KKM……….…... 7 3
C x i d n e p p
A :Base-Line………..…... 7 5
D x i d n e p p
A :Students ’Assessmen tResutl s………...…... 77 E
x i d n e p p
A :LessonPlan s………...…... 8 0 F
x i d n e p p
A :ObservaitonSheet s………... 99 G
x i d n e p p
A :TheI nterviewResul t………...…... 1 10 H
x i d n e p p
A :Tableo fDataGatheirngTechnique………..….... 1 14 I
x i d n e p p
A :Transc irp itono fVideoRecording. ……….... 1 17 J
x i d n e p p
)
5 Learning l oad :I spar to fa word arleady known?Fo rexample ,a chlid may
s d r o w e h t o t r a il i m a f e r o m l e e
f bedandroombu tno tbedroom .Theassumpitoni s
ti t a h
t wli lbeeasierf ort hemt ol earnt hewordst ha thavebeenknowns eparately.
)
6 Oppo trunism : I s the word relevan t to the chlid’ s immediate stiuaiton?
m o o r s s a l c e h t o t d e t a l e r y r a l u b a c o v e h t o t r a il i m a f e r o m e b l li w n e r d li h C
. t n e m n o ri v n e
)
7 Cenrte o finteres:t Are the word s ilkely to be relevance o fand interes tto
p i h s n o it a l e r e v a h t a h t s g n i h t n r a e l o t n o it a v it o m r e h g i h e v a h n e r d li h C ? n e r d li h c
. e k il y e h t t a h t g n i h t e m o s h ti w
.
c VocabularyTeachingandLearningProcess
i g n i n a e m g n ir e v il e d , ) 4 6 9 1 ( o d a L o t g n i d r o c c
A sonly a smal lpar to f
k c i u q d n a g n i k a e p s n i y c n e u lf r o f e c it c a r p e h T . g n i h c a e t y r a l u b a c o v
d n a , d r o w e h t f o m r o f e h t , e s u d r o w e h t n i n e e s e b n a c g n i n e t s il n i g n i d n a t s r e d n u
a e b d l u o h s e r e h t , e r o f e r e h T . e l b a li a v a y li s a e e b o t d r o w w e n e h t f o g n i k a m
n i n r a e
l g t o uset heword srathert han merely on grasping t hemeaning .Thereare
. y r a l u b a c o v g n i h c a e t n i d e v l o v n i e b o t s p e t s g n i w o ll o f
)
1 Heairngt heWord
o w t n i y lt c e r r o c d r o w e h t f o d n u o s e h t r a e h o t e r a s t n e d u t s e h t p e t s s i h t n I
w o l S . s n o it it e p e r e e r h t r
o pronunciaiton wli lbevery helpful .Breaking t heword
n i s t n e d u t s e h t p l e h o s l a l li w d r o w e l o h w e h t o t p u g n i d li u b d n a s tr a p o t n i
The researche ralso implemented the step so fCAR from Kemmi sand
) 2 8 9 1 ( t r a g g a T c
M .Accordingt o Kemmi sand McTaggar t(1982) ,therea rethree
. h c r a e s e r f o s p e t
s In t he fris tstep, t he researche rplanned t heresearch .Atfert he
r e h c r a e s e r e h t , d e x if s a w g n i n n a l
p conducted the aciton and observaiton .
o t e l c y c h c a e r e tf a d e t c u d n o c s a w n o it c e lf e
R plant henex tcycle.
o t g n i d r o c c A h c r a e s e R n o it c A m o o r s s a l C : 1 . 4 e r u g i F
t r a g g a T c M d n a s i m m e
.
B ResearchParitcipant s
h u k u D n i s t n e d u t s e d a r g t s ri f e h t e r e w h c r a e s e r s i h t n i s t n a p i c it r a p e h T
n e v e e h t n i e r e w y e h T . s s a l c e h t n i s t n e d u t s 0 2 e r e w e r e h T . l o o h c S y r a t n e m e l E
. d e t n e m e l p m i s a w h c r a e s e r e h t n e h w 2 1 0 2 / 1 1 0 2 f o r a e y c i m e d a c a e h t n i r e t s e m e s
s t n e d u t s e d a r g t s ri f e h
T in t hi sschoo lwere l earning Engilsh for t he fris t
y e h T . e m
it need a visua laid i n t he new vocabulary i n rtoduciton .Therefore, t he
h g u o r h t y r e t s a m y r a l u b a c o v r i e h t e c n a h n e o t s s a l c s i h t e s o h c r e h c r a e s e r
. s d r a c h s a lf
.
C ResearchI nstruments
h c r a e s e r e h
T insrtument s tha t were used du irng the research
o e d i v f o n o it p ir c s n a rt d n a , w e i v r e t n i , t e e h s n o it a v r e s b o e r e w n o it a t n e m e l p m i
. g n i d r o c e r
.
1 ObservaitonSheet
The observaiton shee thelped the researche robtain feedback sfrom the
h t n i s s e c o r p g n i n r a e l g n i h c a e
t e classroom .There were two observer sin thi s
y r a t n e m e l E h u k u D n i s r e h c a e t h s il g n E e h t f o e n o s a w r e v r e s b o t s ri f e h T . h c r a e s e r
. s s a l c e h t n i d e t n e m e l p m i s a w h c r a e s e r e h t n e h w y lt c e ri d d e v r e s b o o h w l o o h c S
d e v r e s b o o h w r e h c r a e s e r e h t s a w r e v r e s b o d n o c e s e h
.
F ResearchProcedure
A research ha saprocedurei n t hei mplementaiton .Thestepsi n doing t he
.s w o ll o f s a e r a h c r a e s e r
.
1 Observingt hef ris tgrades tudent so fDukuhElementarySchool
s ri f e h t d e v r e s b o r e h c r a e s e r e h
T tgrade student so fDukuh Elementary
l o o h c
S on Novembe r 5 and Novembe r12 ,2011 .The researche r was n -on
.s n o it a v r e s b o e s e h t n i t n a p i c it r a p
.
2 Conducitngt heFris tCycle
.
a Planningt her esearch
A tfe rdoing observaiton and analyzing the resul to fthe observaiton ,the
. h c r a e s e r e h t n i d e t c u d n o c e b d l u o w h c i h w y g e t a rt s e h t d e n n a l p r e h c r a e s e r
.
b Askingt hepermissionf romt hes chool
A tfe rplanning t heresearch, t he researche rasked t heresearch permission
. 1 1 0 2 , 7 1 r e b m e v o N n o r e tt e l
.
c Prepairngt hei nsrtuments
The researche r prepared al l insrtument swhich would be used in the
. h c r a e s e r
.
d Collecitngt hedata
T he researche rcollected the data through observaiton du irng the aciton .
r e h c r a e s e r e h t ,s s e c o r p g n i h c a e t e h t r e tf
A conductedi nterviewt oallparitcipants.
.
e Analyzingt hedata
h c r a e s e r e h t , d e t c e ll o c a t a d e h t m o r F . a t a d e h t g n i z y l a n a s a w p e t s t x e n e h T
d e z y l a n
.f EvaluaitonandRelfeciton
n o it a t n e m e l p m i e h t d e t c e lf e r d n a d e t a u l a v e r e h c r a e s e r e h
T o f the fris t
. e l c y c t x e n e h t n a l p o t e l c y c
.
3 Conducitngt heSecondCycle
.
a Planningt her esearch
t l u s e r e h t g n i z y l a n a r e tf
A o fthe observaiton and interview in the fris t
e l c y
c ,t her esearche rplannedt hes rtategywhichwouldbeconductedi nt hesecond
e l c y c .
.
b Prepairngt hei nsrtuments
e h t n i d e s u e b d l u o w h c i h w s t n e m u rt s n i l l a d e r a p e r p r e h c r a e s e r e h T
. h c r a e s e r
.
c Collecitngt hed ata
. n o it c a e h t g n ir u d n o it a v r e s b o h g u o r h t a t a d e h t d e t c e ll o c r e h c r a e s e r e h T
.s t n a p i c it r a p l l a o t w e i v r e t n i d e t c u d n o c r e h c r a e s e r e h t ,s s e c o r p g n i h c a e t e h t r e tf A
.
d Analyzingt hedata
e h t , d e t c e ll o c a t a d e h t m o r F . a t a d e h t g n i z y l a n a s a w p e t s t x e n e h
T research
d e z y l a n
a andi nterpretedt hemt oobtaint her esul.t
.
e Evaluaitonandr elfeciton
n o it a t n e m e l p m i e h t d e t c e lf e r d n a d e t a u l a v e r e h c r a e s e r e h
T o f the second
. e l c y c
.
4 Reporitng
r e h c r a e s e r e h t ,t l u s e r h c r a e s e r e h t g n i n i a t b o d n a a t a d e h t g n i z y l a n a r e tf A
4 A e h t g n it n e s e r p y b h c r a e s e r e h t d e tr a t s r e h c r a e s e r e h
T -sized (21x29,7
.s t n e d u t s e h t o t s l a m i n a n e t e h t f o s d r a c h s a lf ) m c
2 . 4 e r u g i
F :Flashcard so fAnimalst ha twereusedi nt heFirs tCycle
.
1 Presenta iton
. s l a m i n a f o s e m a n n e t e h t d e c u d o rt n i r e h c r a e s e r e h t , e l c y c t s ri f e h t n I
e h t , y ti v it c a n o it a t n e s e r p e h t n I . e z i s 4 A n i s d r a c h s a lf f o s e c e i p n e t e r e w e r e h T
e h t d e r e v il e d d n a s d r a c h s a lf e h t f o s e r u t c i p e h t d e t n e s e r p y l n o r e h c r a e s e r
h c r a e s e r e h T . n o it a i c n u n o r
p e rle tthe student sto give thei rown reacitons .The
e r u g i
F 34. :TheProces so fPresentaitonbyU isngFlashcardsi nt heFirs tCycle
d r a c h s a lf e h t f o h c a e g n i h s a lf y b s d r a c h s a lf e h t d e t n e s e r p r e h c r a e s e r e h T
e h t n o s e r u t c i p e h t d e w o h s r e h c r a e s e r e h t , y ti v it c a n o it a t n e s e r p e h t n I . e n o y b e n o
e h t f o t s o M . e m it e m a s e h t t a s l a m i n a e h t f o e m a n e h t d e c n u o n o r p d n a s d r a c h s a lf
e v d e k o o l s t n e d u t
s ry atrtacitve .Based on t heobservaiton ,students ’reaciton data
u o r h t d e w o h s e b n a
c gh table o f observaiton sheet . (The Observaiton Sheet
9 9 e g a p s e c i d n e p p A n o d e h c a tt
a ).
e h t n i s d r a c h s a lf f o g n i z il it u e h t n i d e t s e r e t n i e r e w s t n e d u t s e h t f o t s o M
g n i n r a e
l process .The learning proces swa smanageable and lfashcard shelped
u h t n e ’ s t n e d u t s t c a rt t
a siasm . The student s also gave good responds in the
t s o m , r e v e w o H . s d r a c h s a lf f o n o it a t n e m e l p m
i of t hestudent sstatredt o l osethei r
r p r e h c r a e s e r e h t r e tf a n o it n e tt
a esented the 5th o r6th picture o fthe lfashcards .
g n i n i o
j the l esson which used lfashcard .s Only 15% of t he student swho l ooked
m s a i s u h t n e r i e h t w o h s t o n d i d d n a d e r o b
.
2 Pracitce
o t d e tr a t s s t n e d u t s e h t ,r e h c r a e s e r e h t m o r f n o it a t n e s e r p e h t g n i v a h r e tf A
r e h c r a e s e r e h T . y ti v it c a l a c it c a r p g n it c u d n o c n i d e d i u g e
b pronouncedt henameo f
d i d s t n e d u t s e h t , g n i n n i g e b e h t t A . r e h r e tf a d e t a e p e r s t n e d u t s e h t d n a s l a m i n a e h t
d a e t s n i g n i n a e m e h t s s e u g o t d e ir t y e h T . t n a e m r e h c r a e s e r e h t t a h w d n a t s r e d n u t o n
e c c a n i y tl u c if fi d d a h s t n e d u t s e h T . n o it a i c n u n o r p e h t g n it a e p e r f
o p itng
r o f s l a m i n a f o e m a n a t a e p e r o t d a h r e h c r a e s e r e h t , o S . n o it c u rt s n i s ’ r e h c r a e s e r
r e tf a t a e p e r o t d a h y e h t t a h t d n a t s r e d n u s t n e d u t s e h t e k a m o t s e m it e e r h t r o e c i w t
.s y a w s u o ir a v n i d e t c u d n o c s a w y ti v it c a l a c it c a r p e h T . r e h c r a e s e r e h t
5 . 4 e r u g i
.
3 Produciton
g n i c it c a r p d n a g n it n e s e r p r o f d e s u y l n o e r e w s d r a c h s a lf , e l c y c t s ri f e h t n I
o t e l b a e r e w s t n e d u t s e h t r e tf A . s e m a n ’ s l a m i n a n e t e h t f o y r a l u b a c o v e h t
d i d n a e c n u o n o r
p entfiy t he nameoft heanimal ,s t hey had a produciton acitvtiy .
n o it c u d o r p e h t n I . t n e d u t s h c a e r o f t e e h s k r o w f o e c e i p a e v a g r e h c r a e s e r e h T
k c e h c e v a g s t n e d u t s e h t d n a s l a m i n a f o e m a n a d e c n u o n o r p r e h c r a e s e r e h t , y ti v it c a
e r u t c i p e t a ir p o r p p a e h t r o f n g i
s ont hei rworksheets .
6 . 4 e r u g i
F :TheProces so fProducitonbyU isngFlashcardsi nt heFirs tCycle
s n o it s e u q e h t f o l l a d e r e w s n a o h w s t n e d u t s e h t f o % 5 6 e r e w e r e h T
e e r h t d e r e w s n a m e h t f o % 5 , s n o it s e u q r u o f d e r e w s n a m e h t f o % 0 2 . y lt c e r r o c
o w t d e r e w s n a t n e d u t s o n d n a , n o it s e u q e n o d e r e w s n a m e h t f o % 5 , s n o it s e u q
d u t s e n o o s l a s a w e r e h t , r e v e w o H . s n o it s e u
q en twho go t0 in the produciton
t s u j n e v e r e w s n a t o n d l u o c o h w t n e d u t s o n s a w e r e h t d n a , % 5 1 s a w e d a r g e h t s a
. e d a r g e h t s a 0 t o g r o n o it s e u q e n o
f o f l a h t a h t t n a e m t I . M K K d e s s a p o h w s t n e d u t s e h t f o % 0 5 e r e w e r e h t , o S
l u b a c o v e h t d e r e t s a m d a h s s a l c e h t n i s t n e d u t s e h
t ary o fanimal swel land the
e h t e v o r p m i o t d a h r e h c r a e s e r e h t , o S . t n e m e v o r p m i d e d e e n l li t s s r e h t o
.t l u s e r r e tt e b t e g o t e l c y c d n o c e s e h t n i s d r a c h s a lf f o n o it a t n e m e l p m i
.
5 Interview
, n o it a t n e s e r p e h t r e tf a s t n e d u t s l l a o t d e t c u d n o c s a w w e i v r e t n i e h T
c it c a r
p e ,produciton ,and assessmen twere conducted .I taimed to ge tstudents ’
. s s e c o r p g n i n r a e l e h t n i s d r a c h s a lf f o n o it a t n e m e l p m i e h t t u o b a n o i n i p
o Ther esul t
s a w w e i v r e t n i f
o analyzedint het ableofi nterviewr esutli nt hef ris tcycle.
2 . 4 e l b a
T :I nterviewResutli nt heFirs tCycle
s n o it s e u Q
f o e g a t n e c r e P e h T
o h w s t n e d u t S
d e r e w s n A s e
Y N o
1
Q Doyou ilket he lfashcards? 100% 0 %
2
Q Aret hepicture sbigenough? 7 % 5 2 % 5
3
Q Canyous eet hepicture sclealryf romyours eat? 8 %5 1 %5
4
Q cAornevt ehyet phiectmureean spinregs?entedclea renought o 100% 0 %
5
Q Ilfsai sh tecaasrydst ?ol earnvocabularybyusing 100% 0 % 6
Q I stif unt ouse lfashcards? 100% 0 %
7
Q Do you wan t to have lfashcard s in the nex t ?
g n i n r a e
7 . 4 e r u g i
F :Flashcard so fFrutist ha twereUsedi nt heSecondCycle
.
1 Presenta iton
3 A g n i s u y b s ti u r f f o s e m a n 6 d e t n e s e r p r e h c r a e s e r e h
T -sized lfashcards .
e h t f o s e r u t c i p e h t d e t n e s e r p y l n o r e h c r a e s e r e h t , y ti v it c a n o it a t n e s e r p e h t n I
e v i g s t n e d u t s e h t t e l r e h c r a e s e r e h T . n o it a i c n u n o r p e h t d e r e v il e d d n a s d r a c h s a lf
T . s n o it c a e r n w o r i e h
t he presentaiton aimed t o i nrtoduce t he new vocabulary t o
. s t n e d u t s e h t
s d r a c h s a lf e h t f o h c a e g n i h s a lf y b s d r a c h s a lf e h t d e t n e s e r p r e h c r a e s e r e h T
e h t n o s e r u t c i p e h t d e w o h s r e h c r a e s e r e h t , y ti v it c a n o it a t n e s e r p e h t n I . e n o y b e n o
c n u o n o r p d n a s d r a c h s a
lf edt henameoft hef ru ti satt hesame itme .Theresearche r
8 . 4 e r u g i
F :TheProces so fPresentaitonbyU isngFlashcardsi nt heSecondCycle
, n o it a v r e s b o e h t n o d e s a B . d e t c a rt t a y r e v d e k o o l s t n e d u t s e h t f o t s o M
n o it c a e r ’ s t n e d u t
s data wa s pu t into the table o f observaiton shee.t (The
e g a p s e c i d n e p p A n o d e h c a tt a t e e h S n o it a v r e s b
O 99 .) M ost of t he student swere
s a lf f o g n i z il it u e h t n i d e t s e r e t n
i hcard sin the learning process .The learning
e h T . m s a i s u h t n e ’ s t n e d u t s t c a rt t a d e p l e h s d r a c h s a lf d n a e l b a e g a n a m s a w s s e c o r p
e h T . s d r a c h s a lf f o n o it a t n e m e l p m i e h t n i e s n o p s e r d o o g a e v a g o s l a s t n e d u t s
s a lf f o r e b m u n e h T . h g u o n e r a e l c d n a g i b e r e w s d r a c h s a
lf hcard spresented wa s
. s t n e d u t s e h t r o f e t a ir p o r p p a o s l a
e h t n i s r e n r a e l e h t f o n o it a v r e s b o e h t f o e l b a t e h t n i d e z y l a n a s a w a t a d e h T
e l c y c d n o c e
d e w o h s d n a r e h r e tf a d e t a e p e r s t n e d u t s e h t d n a s ti u r f e h t f o e m a n e h t d e c n u o n o r p
thei rown lfashcard sats ame itme .
r e h c r a e s e r e h t t a h w f o d n a t s r e d n u t o n d i d s t n e d u t s e h t , g n i n n i g e b e h t t A
e h t e s u o t n o it c u rt s n i s ’ r e h c r a e s e r g n it p e c c a n i y tl u c if fi d d a h y e h T . t n a e m
e m it x i s r o e v if r o f s e l p m a x e e v i g o t d a h r e h c r a e s e r e h t , o S . s d r a c h s a
lf st o make
r i e h t w o h s d n a r e h c r a e s e r e h t r e tf a t a e p e r o t d a h y e h t t a h t d n a t s r e d n u s t n e d u t s e h t
e m it e m a s e h t t a s d r a c h s a
lf .
. 4 e r u g i
F 10 :TheProces so fPracitca lAcitvtiybyUsingFlashcardsi nt heSecondCycle
.
3 Produciton
e h t f o e m a n e h t y fi t n e d i d n a e c n u o n o r p o t e l b a e r e w s t n e d u t s e h t r e tf A
y ti v it c a e m a s e h t d e t c u d n o c r e h c r a e s e r e h T . y ti v it c a n o it c u d o r p a d a h y e h t ,s ti u r f
t s h c a e r o f t e e h s k r o
w uden.t I n t heproduciton acitvtiy, t her esearche rpronounced
n i e r u t c i p e t a ir p o r p p a e h t r o f n g i s k c e h c e v a g s t n e d u t s e h t d n a s l a m i n a f o e m a n a
. s t e e h s k r o w r i e h t
. 4 e r u g i
F 11 :TheProces so fProducitonbyU isngFlashcardsi nt heSecondCycle
f o % 0 8 e h
T the student scould answe ral lquesitons .The percentage o f
s n o it s e u q 0 o s l a d n a , n o it s e u q 1 , s n o it s e u q 3 , s n o it s e u q 4 d e r e w s n a o h w s t n e d u t s
e h T . y ti v it c a n o it c u d o r p e h t n i s n o it s e u q 2 d e r e w s n a t n e d u t s o N . h c a e r o f % 5 e r e w
y ti v it c a n o it c u d o r p e h t f o s tl u s e
r were the desc irpiton o fstudents ’vocabulary
g n ir e t s a m n i t n e m e v e i h c a ’ s t n e d u t s f o t n e m e r u s a e m s a d e s u e b d l u o c t I . y r e t s a m
t o n d l u o c o h w s t n e d u t s e h t f o % 5 e h t m o r F . M K K s s a p o t s t n i o p 5 d e d e e n l li t s
.s n o it s e u q e e r h t n a h t s s e l d e r e w s n a t n e d u t s o n , M K K s s a p
.
5 Interview
The interview was conducted to al l student s a tfe r the presentaiton ,
’ s t n e d u t s t e g o t d e m i a t I . d e t c u d n o c e r e w t n e m s s e s s a d n a , n o it c u d o r p , e c it c a r p
. s s e c o r p g n i n r a e l h s il g n E e h t n i s d r a c h s a lf f o n o it a t n e m e l p m i e h t t u o b a n o i n i p o
c e h t f o g n i d r o c e r e h t m o r f n e k a t s a w a t a d e h
T onversaitonbetweent her esearche r
e h t o t d e k s a e r e w t a h t s n o it s e u q n e v e s e r e w e r e h T . s s a l c e h t r e tf a s t n e d u t s e h t d n a
y e h t s e m it e m o s d n a s n o it s e u q n e v e s e h t d e r e w s n a t n e d u t s h c a E . s t n e d u t s
. p u o r g n i m e h t d e r e w s n a
. 4 e l b a
T 4:I nterviewResutli nt heSecondCycle
s n o it s e u Q
f o e g a t n e c r e P e h T
o h w s t n e d u t S
Answered s
e
Y N o
1
Q Doyou ilket he lfashcards? 100% 0 %
2
Q Aret hepicture sbigenough? 100% 0 %
3
Q Canyous eet hepicture sclealryf romyours eat? 95% 5 %
4
Q cAornevt ehyet phiectmureean spinregs?entedclea renought o 100% 0 %
5
Q Ilfsai sh tecaasrydst ?ol earnvocabularybyusing 100% 0 % 6
Q I stif unt ouse lfashcards? 100% 0 %
7
Q Do you wan t to have lfashcard s in the nex t ?
g n i n r a e
5
gat
nec
re
dut
e r e w e r e h t , e l c y c d n o c e s e h t n
I 100% o fthe student swho answered tha tthe
. m e h t r o f h g u o n e g i b e r e w s d r a c h s a
lf So ,the percentage o fthe student swho
h t t a h t d e r e w s n
a e lfashcard swere big enough fo rthem increased 25%. The
e h t n o s e r u t c i p e h t e e s d l u o c y e h t t a h t d e r e w s n a o h w s t n e d u t s f o e g a t n e c r e p
. % 5 8 e r e w s t a e s ri e h t m o r f y lr a e l c s d r a c h s a
lf Thepercentageincreased10%int he
. e l c y c d n o c e
s Therewereonly5%o fstudent swhoansweredt ha thecouldno tsee
t a e s s i h m o r f y lr a e l c s d r a c h s a lf e h t n o s e r u t c i p e h
t int hes econdcycle.
6 . 4 e l b a
T :Students ’gradei nBase- ilneComparedt o t n e m s s e s s A d n o c e S d n a t n e m s s e s s A t s r i F e h T
t n e d u t
S BL ainsee- Asses1sstmen t N ote Asse2ssndmen t N ote
1 6 0 8 0 Improved 1 00 Improved
2 4 0 8 0 Improved 8 0 Improved
3 0 2 0 Improved 6 0 Improved
4 1 00 1 00 - 1 00 -
5 2 0 1 00 Improved 8 0 Improved
6 0 2 0 Improved 8 0 Improved
7 1 00 6 0 - 1 00 -
8 4 0 6 0 Improved 1 00 Improved
9 4 0 8 0 Improved 1 00 Improved
0
1 6 0 6 0 - 1 00 Improved
1
1 0 8 0 Improved 8 0 Improved
2
1 1 00 8 0 - 1 00 -
3
1 8 0 4 0 - 8 0 -
4
1 6 0 6 0 - 1 00 Improved
5
1 6 0 1 00 Improved 100 Improved
6
1 4 0 1 00 Improved 100 Improved
7
1 8 0 8 0 - 100 Improved
8
1 0 2 0 Improved 100 Improved
9
1 6 0 6 0 - 100 Improved
0
2 2 0 4 0 - 100 Improved
e v o r p m
I
-% 5 5 s t n e
7 . 4 e l b a
T :TheComparisono fKKMi nBase-Linet ot heFirs tAssessmen tand t
n e m s s e s s A d n o c e S
t n e d u t
S KKM Baseilne 1
t
s Assessmen t 2ndAssessmen t
e d a r
G PGarsasidneg Grade PGarssaidneg Grade PGarssaidneg
1 6 5 6 0 T T 8 0 T 1 00 T
2 6 5 4 0 T T 8 0 T 8 0 T
3 6 5 0 T T 2 0 T T 6 0 T T
4 6 5 1 00 T 1 00 T 1 00 T
5 6 5 2 0 T T 1 00 T 8 0 T
6 6 5 0 T T 2 0 T T 8 0 T
7 6 5 1 00 T 6 0 T T 1 00 T
8 6 5 4 0 T T 6 0 T T 1 00 T
9 6 5 4 0 T T 8 0 T 1 00 T
0
1 6 5 6 0 T T 6 0 T T 1 00 T
1
1 6 5 0 T T 8 0 T 8 0 T
2
1 6 5 1 00 T 8 0 T 1 00 T
3
1 6 5 8 0 T 4 0 T T 8 0 T
4
1 6 5 6 0 T T 6 0 T T 1 00 T
5
1 6 5 6 0 T T 1 00 T 1 00 T
6
1 6 5 4 0 T T 1 00 T 1 00 T
7
1 6 5 8 0 T 8 0 T 1 00 T
8
1 6 5 0 T T 2 0 T T 1 00 T
9
1 6 5 6 0 T T 6 0 T T 1 00 T
0
2 6 5 2 0 T T 4 0 T T 1 00 T
o h w s t n e d u t S
M K K e h t d e s s a p
% 5 2
o h w s t n e d u t S
M K K e h t d e s s a p
% 0 5
o h w s t n e d u t S
M K K e h t d e s s a p
% 5 9 o
h w s t n e d u t S
d e s s a p t o n d i d
% 5 7 M K K e h t
o h w s t n e d u t S
d e s s a p t o n d i d
% 0 5 M K K e h t
o h w s t n e d u t S
d e s s a p t o n d i d
% 5 M K K e h t
: e t o N
T
* :TUNTAS
T T
e s a b e h t o t g n i d r o c c
A -ilne ,student swho passed KKM were only 25% .
. 5 6 r e d n u e r e w s e d a r g r i e h t e s u a c e b M K K s s a p t o n d l u o c s t n e d u t s e h t f o % 5 7 e h T
d e s a e r c n i tI . M K K d e s s a p o h w s t n e d u t s f o % 0 5 e r e w e r e h t ,t n e m s s e s s a t s ri f e h t n I
e s a b e h t n i t n e m e v e i h c a e h t m o r f % 5
2 -ilne.I nt hes econdassessmen,tt hes tudent s
M K K d e s s a p o h
w were 95% .I tmean ttha tpercentage o fstudent swho passed
e s a b e h t m o r f % 0 7 d e s a e r c n i t n e m s s e s s a d n o c e s e h t n i M K
K -ilne .So, t here wa s
8 6
S E C N E R E F E R
. ) 6 0 0 2 ( . n a k i d i d n e P l a n o i s a N r a d n a t S n a d a
B Pedoman penyusunan kurikulum tingka tsatuanpendidikan( KTSP).J akatra :BSNP.
r e t s w e r
B , .J ,Elils ,G. ,& Griard ,D .(2004) .TheprimaryEngilsht eacher’ sguide. E xsse :PearsonEducaitonLimtied.
& . A . J , t h g ir
B McGregor ,G .P. (1970) .TeachingEngilsha sa second language . .
d t L p u o r G n a m g n o L : n o d n o L
S , ll e w il l a
H .( 1992) .TeachingEngilshi nt heprimaryclassroom. E xsse :Longman d
e ti m i L K U p u o r
G .
O , k il a m a
H .( 1994) .Mediapendidikan .Bandung :PT.CirtaAdtiyaBakt.i
J , r e m r a
H .(2001 .) The pracitce o fEngilsh language teaching (3rd ed.). sE xs :e .
d e ti m i L n o it a c u d E n o s r a e
P
J ,r e m r a
H .( 2007a) .Howt oteachEngilsh .Essex :PearsonEducaitonLimtied.
J , r e m r a
H .(2007b .) T phe racitce o fEng ilsh language t eaching (4th .e ). d Essex : .
d e ti m i L n o it a c u d E n o s r a e P
. ) 2 8 9 1 ( . R , tr a g g a T c M & . S , s i m m e
K T ahe citon research planner (1st ediiton) . :
. c i
V DeakinUniverstiyPres .s
N , i n it r a P & . R , n a w a i n r u
K .( 2006) .SpeedupEngilsh1.J akatra :Yudhistria.
o d a
L ,R .Languageteaching.( 1964). NewYork :McGraw-Hli,lI nc.
) 3 0 0 2 ( . G , l a t e tt e
M . Improving teaching through classroom aciton research. e
T n o s y a s s
E aching Excellence ,14(7) ,2002-2003 .RetirevedFebruary17 , m
o r f , 2 1 0
2 h ttp://cte.ude.ledu/sties/cte.ude.ledu f/lies/u7/v14n7.htm
o tr a k u
M ,Sujatmiko ,Murwanti ,J .S. ,& Kiswara ,W. ( 2009) .Hooray !1 .Jakatra : .
a g g n a lr E
. P . S . I , n o it a
N (1990) .Teaching and learning vocabulary .Boston :Heinle & .s
r e h s il b u P e l n i e
H
D , n a n u
N . (1988) . The learner-centred curriculum . New York : Camb irdge .s
B , i d a y it e
S .(2006) .Teaching Engilsh a sa f oreign l anguage .Yogyakatra :Graha .
u m lI
, y r e tt a l
S .M &Wliils ,J. (2001) .Engilshf o rprimaryt eachers .NewYork :Oxford .s
s e r P y ti s r e v i n U
. o n r a p e o
S (1987) .Mediapengajaranbahasa .Yogyakatra:I ntanPa irwara.
K , o t n a y u
S .(2007) .Engilshf o ryoungl earner .sJakatra :Bum iAksara.
L , r o l y a
T .(1990). Teachingandl earningvocabulary .Camb irdge :PrenitceHal.l
. ) 2 9 9 1 ( . R , b y r n j a
W Classroom observaiton tasks . Camb irdge : Camb irdge .s
s e r P y ti s r e v i n U
J , s il li
W .(1996) .A framework fo rtask-based learning .Brimingham :Addison .
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T :Animals
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T :2 3X 5 minutes
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A COMPETENCESTANDARD
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.
B BASICCOMPETENCE .
1 Tor espondmeaningbyconducitngt heacitoni nt heclasscontext
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P -Acitvtiy 5minutes .
1 Teache rgreet sandr eviewst hel as tmeeitngl earningabou t .s t n e d u t s e h t o t g n i n r a e l y a d o t f o s p e t s e h t o s l a d n a y li m a
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.
2 Teache raskst hes tudentst oguesst heanimalt hats hes how .s 3minutes
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n o it a t n e s e r p : 1 y ti v it c A
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1 Teachers howst heA4-sized lfashcard soft het enanimal sand e e r h t r o f h s il g n E n i s l a m i n a e h t f o e m a n h c a e s e c n u o n o r p
.s e m
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e c it c a r p : 2 y ti v it c A
.
1 Teachers howst he lfashcard sandaskst hes tudentst or epea t .s
e m a n ’ s l a m i n a e h t f o n o it a i c n u n o r p e h
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n o it c u d o r p : 3 y ti v it c A
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1 Teache rgive s“ListenandCheck”workshee.t 2minutes
.
2 Teache rpronouncest henameoft heanimal sands tudent sgive .t
e e h s k r o w e h t n o n g i s k c e h
c 10minutes
.
3 Teache rguidest hediscussionwtiht hewholeclas sby .s
n o it s e u q g n ir e w s n
a 5minutes
t s o
P -Acitvtiy 23minutes .
1 Teache rmake saconclusionoft hemateira.l 5minutes
.
2 Teache rgive sassessmen tusinganA3-sized lfashcardwhich .s
l a m i n a 0 1 e h t f o s e r u t c i p e h t s n i a t n o
c 15minutes
.
3 Teache rclosest hel essonandgive shomeworkt os tudent sby .l a ir e t a m g n it e e m t x e n e h t r o f e r a p e r p o t s e u l c g n i v i
g 3minutes
.
G EVALUATION
: m i a l c f o s e p y T
.i Individualt ask( worksheet ) .i
i ScoringAssessment
: t n e m u r t s n I
4
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: e t o
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.
1 Thet eachercallst hestudent’snameonebyonet ocomet ot eacher’st able. .
2 Theteacherasksthestuden ttopoin tthepictureo ftheanimalsthati spronounced “
? … e m w o h s e s a e l p u o y d l u o C “ n o it s e u q a g n i s u .
3 Eachstuden twli lge t5quesitons.
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r e t s e m e S / s s a l
C :I/2
c i p o
T :Frutis
n o it a c o ll A e m i
T :2 3X 5 minutes
.
A COMPETENCESTANDARD
t x e t n o c s s a l c e h t n i n o it c u r t s n i e l p m i s y r e v a d n a t s r e d n u o T
.
B BASICCOMPETENCE .
1 Tor espondt omeaningbyconducitngacitoni nt heclasscontext
.
2 Tor espondaverysimplei nstrucitonverballyi nt heclasscontext
.
C INDICATORS
.
1 Thestudentsareablet oi dentfiyt henamesoff rutisaccurately ,lfuen lty ,and s
s a l c e h t n i y l b a t p e c c
a contexti nEngilsh.
.
2 Thestudentsareablet opronouncet henamesoff rutisi nEngilsh.
.
D LEARNINGMETHOD
n o i s s u c s i d , s t n e m n g i s s a , e c it c a r p , n o it a t n e s e r P
.
E LEARNINGSOURCES
t e n r e t n i e h t m o r f s ti u r f f o s e r u t c i p : s e c r u o S
, e l p p a e n i p , n o l e m r e t a w , a n a n a b : s d r o w y e
.
F LEARNINGSTEPS
s e it i v it c
A AllToicmaeiton e
r
P -Acitvtiy 5minutes .
1 Teache rgreet sandr eviewst hel as tmeeitngl earningabou t .s t n e d u t s e h t o t g n i n r a e l y a d o t f o s p e t s e h t o s l a d n a s l a m i n
a 3minutes
.
2 Teache raskst hes tudent stoguesst hef rutist hats hes how .s 2minutes
y ti v it c A t s li h
W 42minutes
n o it a t n e s e r p : 1 y ti v it c A
.
1 Teachers howst heA3-sized lfashcard soft hes ixf ruti sand .s e m it e e r h t r o f h s il g n E n i s ti u r f e h t f o e m a n h c a e s e c n u o n o r
p 6minutes
: 2 y ti v it c
A pracitce
.
1 Teache rgivest heA6-sized lfashcardst oeachs tuden tandask s r i e h t w o h s d n a t i u r f h c a e f o n o it a i c n u n o r p e h t t a e p e r o t m e h t
.s d r a c h s a lf n w o
s e t u n i m 9 1
n o it c u d o r p : 3 y ti v it c A
.
1 Teache rgive s“ListenandCheck”handout .s 2minutes
.
2 Teache rpronouncest henameoff ruti sands tudent sgivecheck .t
e e h s k r o w e h t n o n g i
s 10minutes
.
3 Teache rguidest hediscussionwtiht hewholeclas sby .s
n o it s e u q g n ir e w s n
a 5minutes
t s o
P -Acitvtiy 23minutes .
1 Teache rmake saconclusionoft hemateira.l 5minutes
.
2 Teache rgive sassessmen tbyconducitngt hes ameacitvtiyasi n .
y ti v it c a l a c it c a r
p 15minutes
.
3 Teache rclosest hel essonandgive shomeworkt os tudent sby .l
a ir e t a m g n it e e m t x e n e h t r o f e r a p e r p o t e u l c g n i v i
g 3minutes
.
G EVALUATION
: m i a l c f o s e p y T
.i Individualt ask( worksheet ) .i
i ScoringAssessment
: t n e m u r t s n I
(eachpicturewasp irntedouti nA3 es ) iz
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